Energy and Waves 4th grade Teacher’s Guide Transfer of Energy Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Moving Pennies
Colored Paper
Light Bulbs
Golf Ball / Ping Pong Ball
NGSS Lesson Planning: Fourth Grade-Moving Pennies
Grade: 4th
Topic: Transfer of Energy
Brief Lesson Description:
Using pennies, students will demonstrate how energy can be transferred from one object to
another.
Performance Expectation(s):
4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with pennies to develop questions and predict what happens when
objects collide.
Narrative / Background Information
The faster a penny is moving, the more energy it possesses. When objects collide, energy
can be transferred from one object to another, changing their motion.
Prior Student Knowledge:
What is energy?
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
○
○
○
○
○
○
○
○
○
○
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations
(science) and designing solutions
(engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
Lesson 1: Moving Pennies
○
○
○
○
○
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by discussing Energy. What do students know about energy? What do they want to
learn? Explain to the students that today we will be experimenting with some simple
everyday items to demonstrate energy and motion.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Have the students get into groups of two or three. Give each group seven pennies. Ask
them to work together to demonstrate how energy can be used to create motion. Students
record their demonstrations on paper or in their science notebooks.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Introduce the concept of energy (energy – the ability to do work. There are different types
of energy. (potential - stored and kinetic - motion) Conservation of energy- energy cannot
be created or destroyed, it is transferred from one form to another.) Energy leads to
motion. Show Bill Nye Science video on Energy on YouTube 8 mins.)
http://www.youtube.com/watch?v=zTXW9aRO23Y
ELABORATE: Applications and Extensions
After watching the video and discussing the information above, the students are given the
opportunity to refine their demonstrations from earlier. They can keep their previous
experiments or alter them. The teacher also poses one more challenge. Since energy can
be transferred through collisions, one of the groups demonstrations must show energy
transfer through a collision. (If no experiments have done so, demonstrate to the students
how you can spread the pennies out on the desk and flick on penny into the others. The
movement of the first penny will cause movement of the other pennies. Ask the students
what would happen if you were to flick the penny faster or softer?)
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
After students are given a chance to experiment they present their demonstrations to the
class. In their demonstrations they must explain what they have learned about energy.
Students also will turn in their notes from the day.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Explain that moving forward the students will have more opportunity to experiment with
energy.
Materials Required for This Lesson/Activity
Quantity
Description
100
pennies
Potential Supplier (item #)
Estimated Price
$1.00
NGSS Lesson Planning: Fourth Grade-Colored Paper
Grade: 4th
Topic: Transfer of Energy
Brief Lesson Description:
Using different colored paper, students will demonstrate how energy can be transferred
from one object to another, by melting an ice cube.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work with ice cubes and different colored paper to develop observations that
prove energy can be transferred from the paper to the ice cube.
Narrative / Background Information
Darker colored paper will be warmer as it absorbs more light.
Prior Student Knowledge:
Which colors would you rather wear on a warm day?
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
● Energy can also be transferred from
place to place by electric currents,
which can then be used locally to
produce motion, sound, heat, or light.
The currents may have been produced
to begin with by transforming the
energy of motion into electrical energy.
(4-PS3-2),(4-PS3-4)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
Lesson 2: Colored Paper
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by discussing Energy. What do students know about energy? What do they want to
learn? Explain to the students that today we will be experimenting with some simple
everyday items to demonstrate how energy can be used for the purposes we have..
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Have the students get into groups of two or three. Give each group six different sheets of
colored 3in by 3in sheets of paper (white, black, green, red, violet, yellow) and six small ice
cubes. Ask them to work together to predict which type of paper will cause the ice cube to
melt the quickest. The students then set their paper under heat lamps or in the sun and put
an ice cube on each sheet. Students record their observations on paper or in their science
notebooks.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Discuss with the students light and absorption. Follow the link.
https://spweb.tbaisd.k12.mi.us/sites/home/instructionalresources/science/pk8resources/3
rd%20Grade/3rd%20Grade%20Unit%202%20Light%20and%20Sound%20%20Color%20and%20Heat%20Absorption%20Teacher%20Version.doc
Go over the results of the experiments. Did groups arrive at similar results? If so why? If
not why not? Watch videos on how light travels and how it is absorbed.
ELABORATE: Applications and Extensions
After watching the video and discussing the information above, the students are given the
opportunity to apply their knowledge to discover how light energy can be transferred into
heat energy. The students then experiment with their colored sheets of paper and
thermometers to discover the transfer of energy. Follow the link.
https://spweb.tbaisd.k12.mi.us/sites/home/instructionalresources/science/pk8resources/3
rd%20Grade/3rd%20Grade%20Unit%202%20Light%20and%20Sound%20%20Color%20and%20Heat%20Absorption%20Student%20Version.doc
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
The students will reflect on their experiments from today and explain why it was possible
for ice cube to melt, and where the energy came from to melt the ice cube.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
In the future if we want to use objects to heat objects, what colors would we wish to use?
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
1
construction paper yellow
Amazon.com
$3.50
1
construction paper red
Amazon.com
$4
1
construction paper black
Amazon.com
$5
1
construction paper white
Amazon.com
$1.50
1
construction paper green
Amazon.com
$3.70
1
construction paper violet
Amazon.com
$5
NGSS Lesson Planning: Fourth Grade-Light Bulbs
Grade: 4th
Topic: Transfer of Energy
Brief Lesson Description:
Using batteries, bulbs, wires, motors and hand cranks students will demonstrate how
energy can be transferred from one object to another.
Performance Expectation(s):
4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work with various materials to make observations that energy can be
transferred from place to place..
Narrative / Background Information
Batteries and hand cranks can be used to move electrons through a bulb to cause the bulb
to light. For a bulb to light, you will need to create a circuit. The circuit must include a bulb,
a battery and wire. The wire must connect the plus side of the battery to either the bottom
or side metal on the bulb. The other wire must connect the the minus side of the battery
and to whichever metal side of the bulb was not touched earlier.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
● Energy can also be transferred from
place to place by electric currents,
which can then be used locally to
produce motion, sound, heat, or light.
The currents may have been produced
to begin with by transforming the
energy of motion into electrical energy.
(4-PS3-2),(4-PS3-4)
PS3.D: Energy in Chemical Processes and
Everyday Life
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson 3: Light Bulbs
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by reviewing Energy. What do students know about energy and its transfer? What
do they want to learn? Explain to the students that today we will be experimenting with
electrical energy.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Have the students get into groups of two or three. Give each group a box of materials that
include four wires, two batteries, two bulbs, a hand crank and the appropriate holders. Ask
them to work together to light a bulb. Students diagram their findings on paper or in their
science notebooks.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Introduce the concept of electrical circuits. What are the parts of the circuits and how do
they work? http://www.energyquest.ca.gov/story/chapter04.html
Discuss how the energy from the battery is transferred from the battery
through the wires and into the bulb. Watch videos on circuits.
http://www.youtube.com/watch?v=VnnpLaKsqGU
ELABORATE: Applications and Extensions
After watching the video and discussing the information above, the students are given the
opportunity to refine their systems from earlier. They can keep their previous experiments
or alter them. The teacher also poses one more challenge, “Can the groups cause the
bulb/bulbs to light up brighter or make them dimmer?”
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
After students are given a chance to experiment they present their demonstrations to the
class. In their demonstrations they must explain what they have learned about energy and
how they were able to cause the bulbs to glow brighter and dimmer. Students also will turn
in their notes from the day with a write up of their findings.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Students work more the next few days with adding more and fewer bulbs and batteries into
the circuits to better their understanding of electrical energy. Teach the students about
conductors and insulators using the lesson below.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
2
hand cranks
Amazon.com
$24
50
wires
Electrical Supply Set
20
bulbs
Electrical Supply Set
20
battery holder
Electrical Supply Set
batteries
Local Dollar Store
bulb holder
Electrical Supply Set
motors
From Wheeled Vehicle Kit
buzzers
Kelvin.com
20
10
$10
$9.50
Electricity: Circuits and Conductivity
Scientist’s Name: ___________________
"What is electricity?"
Electricity can be defined simply as the flow of a charged particle around a loop called a circuit. The charged
particles flow much like water flows through a stream. This flow of charge particles is called electrical current or
current. The presence of an electrical current through a circuit allows for the circuit to perform work. Work is a
term used by physicists to describe the energy expended when a force is applied over a distance. When a current
is created the charged particles which are flowing around the circuit are said to be "doing work." This electrical
work can be used to power a light bulb or a simple engine.
"What is conductivity?"
Why are the wires that power your television and toaster made from metal? The reason for this is that some
materials called conductors are able to carry an electrical current while others, insulators, cannot. The
conductivity, or measure of a materials current carrying ability, is based on properties inherent to that material.
Conductors must have an available source of charged particles. As stated earlier, these charged particles are what
make up an electrical current.
Experiment 1: The Conductivity of Solids
You will be testing the conductivity of solids. You will build a circuit tester using three wires, a battery and a bulb
(see the picture below). You will also get a Ziploc bag containing test materials, a pair of safety glasses, your data
collection packet, and a pen or pencil. Check to make sure that you have everything you need.
Instructions
1. Put on your pair of safety glasses!
2. BEFORE BEGINNING TESTING, predict whether each item will light the bulb when you connect it to the
electrical circuit board. Write down your predictions in the 2nd column of the table below. (Need help deciding?
Talk about it with your group members.)
3. TESTING TIME!Connect items to the circuit using the red and black alligator clips. Observe what happens to the
bulb.
4. COLLECT DATA using the 3rd column. Did the bulb light?
5. ANALYZE IT . Answer the first two questions in the Observations section. Think about your answers and what
they tell you about each material’s conductivity, and about your answers to the first two questions.
Test Materials
Predictions
Observations
Nail
Wood
Paper Clip
Penny
Ping Pong Ball
Marble
Aluminum Foil
Observations
Make a list of the objects the lit the bulb and the ones that did not. What are some of the traits that these
materials have in common? What are other items that you know of that you would predict to be conductors and
insulators?
NGSS Lesson Planning: Fourth Grade- Golf Ball/ Ping Pong Ball
Grade: 4th
Topic: Transfer of Energy
Brief Lesson Description:
Using golf ball and ping pong balls, the students will work to see how energy can be
transferred from one object to another.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with various materials to make observations that energy can be
transferred from one object to another.
Narrative / Background Information
When two balls are dropped one on top of the other, the ball on the bottom will transfer its
energy to the ball on the top, causing the ball on top to bounce higher. This activity is a
good example of one of the basic laws of physics; the Conservation of Momentum.
In the collision of the golf ball with the ping pong ball the mass of the golf ball is much
greater than the mass of the ping pong ball. In order for momentum to be conserved, the
velocity of the ping pong ball will be much greater.
Adapted from: http://www.mcrel.org/whelmers/whelm22.asp
Prior Student Knowledge:
What is energy? Energy can be transferred. Students experience conservation of
momentum with a baseball and bat. The much more massive bat imparts a greater velocity
on the baseball.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
● Energy can also be transferred from
place to place by electric currents,
which can then be used locally to
produce motion, sound, heat, or light.
The currents may have been produced
to begin with by transforming the
energy of motion into electrical energy.
(4-PS3-2),(4-PS3-4)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson 4: Golf Ball / Ping Pong Ball
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by discussing Energy. What do students know about energy? What do they want to
learn? Explain to the students that today we will be experimenting with some simple
everyday items – a golf ball and a ping pong ball - to demonstrate energy and motion.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
This activity works best on a concrete or hard tile floor. A large concrete block can be placed
on a carpeted floor. Before dropping either of the balls, ask students to predict how high
each will bounce. Use tape on the wall to mark the height of each bounce. Have the
students get into groups of two or three. Give each group materials that include one golf
ball and one ping pong ball. After the initial drop of the ping pong ball, ask students how
the ball can be made to bounce higher (e.g. Drop the balls from a higher point). (The balls
cannot be thrown down). Students diagram their findings on paper or in their science
notebooks. Relate to students that each response is an example of adding more energy to
the ping pong ball. Suggest to students that you will transfer energy from the golf ball to
the ping pong ball. Ask them if they think it is possible to transfer energy from one thing to
another. Ask for examples (kicking a soccer ball, hammering a nail, etc.).
EXPLAIN: Concepts Explained and
Vocabulary Defined
Have the students explain their results. Ask students to explain where the energy came
from that caused the ping pong ball to bounce so high (golf ball). Discuss how energy can
be transferred from one object to another. Encourage them to experiment with
transferring energy from one ball to the other. Ask them to explain what must have
happened to the golf ball if it did transfer some of its energy to the ping pong ball (it
bounced lower than before). Did any of them observe the lower bounce of the golf ball
during the first test? (Most follow the more interesting flight of the ping pong ball.) Relate
to students that scientists must learn to be keenly observant.
Share this video:
http://www.youtube.com/watch?v=XNqUnGT1qDE
http://www.youtube.com/watch?v=QfRXBAgIzwY
Vocabulary: Momentum, Inertia, Gravity
ELABORATE: Applications and Extensions
After discussing the information above, the students are given the opportunity to refine
their systems from earlier. Direct them to make careful observations and measurements as
you repeatedly drop both balls. Use tape strips to indicate the height of different bounces.
The students can also work with different types of balls and record their results. They can
keep their previous experiments or alter them. The teacher also poses one more challenge:
Can you drop the same ball from the same height, but make it bounce higher?
Collect balls of various sizes and masses. Some balls which could be used are baseballs,
large ball bearings, small rubber balls and other ping pong balls. Students should predict
which ball will allow the ping pong ball to bounce higher when the activity is repeated.
Repeat the activity and compare the predictions to the outcomes.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
After students are given a chance to experiment they present their demonstrations to the
class. In their demonstrations they must explain what they have learned about energy and
how they were able to cause the ball to bounce higher. Students also will turn in their
notes from the day with a write up of their findings.
Students work more the next few days with trying to get balls to bounce higher by only
dropping them.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Golf Balls
From other experiments
Ping Pong Balls
From other experiments
Tennis Balls
From other experiments
Estimated Price
Speed and Energy Lesson 5: Dropper Popper
Lesson 6: Energy of the Playground
Lesson 7: Let’s Build a Rocket
Lesson 8: Marble Mountains
Lesson 9: Stomp Rockets
Lesson 10: Sound and Movement
Lesson 11: Data Transfer
NGSS Lesson Planning: Fourth Grade-Dropper Poppers
Grade: 4th
Topic: Speed and Energy
Brief Lesson Description:
Using dropper poppers, the students will work to see how speed and energy are related.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work with various materials to make observations that speed is related to the
amount of energy in an object..
Narrative / Background Information
Dropping the poppers from different heights will cause them to bounce to different levels.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
Lesson 5: Dropper Poppers
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by discussing Energy. What do students know about energy? What do they want to
learn? Explain to the students that today we will be experimenting with some simple
everyday items to demonstrate energy and motion.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Remind the students of the work with the ping pong ball and golf ball from yesterday.
Today we will continue our experiments with Dropper Poppers. Have the students get into
groups of two or three. Give each group materials that include one dropper popper. Ask
them to work together to experiment to cause the popper to bounce higher. (The poppers
cannot be thrown down). Students diagram their findings on paper or in their science
notebooks.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Have the students explain their results. Discuss where the energy for the bounce comes
from. (Stored energy from turning the popper inside out.) Bring back out the balls from
yesterday. Demonstrate how an object will not bounce higher than the point you dropped
it from. We have discussed previously how energy cannot be created or destroyed.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given the opportunity to refine
their thoughts from earlier. The students can also work with the poppers and the balls from
yesterday to see if they can transfer the energy from the popper to the balls. The teacher
also poses one more challenge: Why does the popper bounce higher than the point that
you dropped it from?
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students also will turn in their notes from the day with a write up of their findings. Teacher
also has the chance to move around the room to evaluate the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
Golf Balls
local golf course
Ping Pong Balls
Use from Earlier Experiments
3
Tennis Balls
Amazon.com
$9
2
Dropper Poppers
Amazon.com
$10.50
NGSS Lesson Planning: Fourth Grade-Energy of the Playground
Grade: 4th
Topic: Speed and Energy
Brief Lesson Description:
Using playground equipment, the students will work to see how speed and energy are
related.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work with various materials to make observations that speed is related to the
amount of energy in an object.
Narrative / Background Information
Energy can be transferred from object to object.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson 6: Energy of the Playground
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by discussing Energy. What do students know about energy? What do they want to
learn? Explain to the students that today we will be experimenting with some simple
everyday items to demonstrate energy and motion.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Tell the students that we will be doing science outside today. Encourage students to test
out the different equipment outside and think about how the amount of energy they use
affects speed. Students diagram their findings on paper or in their science notebooks
(including drawings and notes).
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, go to the different spots on the playground and allow
students to demonstrate how energy and speed are related. Discuss with the students why
some smaller students may not be able to use certain equipment on the playground.
Where do students get the energy to do these activities? We have discussed previously
how energy cannot be created or destroyed.
ELABORATE: Applications and Extensions
After discussing the information above, the students are taken to the swing set. Instruct
them to work in groups to explain how a swing works. In their notebooks they should
include a diagram of the swing and an explanation of how it works. They should experiment
on different ways to safely swing high and low.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
NGSS Lesson Planning: Fourth Grade-Let’s Build a Balloon Rocket
Grade: 4th
Topic: Speed and Energy
Brief Lesson Description:
Using balloons and string, students will deepen their understanding of speed and energy.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work in partnerships to explore how the number of breaths and different
types of string effect the movement of the balloon.
Narrative / Background Information
Energy can be transferred
Prior Student Knowledge:
What is energy? Energy isn’t created or destroyed. Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
●
Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
Lesson 7: Let’s Build a Rocket
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Explain that earlier in the unit we have learned what energy is and that it can transfer from
object to object. We also learned that energy can be transferred from one form to another.
Today we will be experimenting with how energy affects speed.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
When given balloons, straws, string, tape and two chairs, can the students create a device
that gets the balloon from one side of the room 5 meters away? Give the students the
materials and time to develop a system that would work.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Students take time to share with the class what they have discovered. Reintroduce the
concept of energy (energy – the ability to do work. There are different types of energy.
Conservation of energy- energy cannot be created or destroyed, it is transferred from one
form to another.) Discuss with the class how varying the amount of energy might change
the process. Also talk with them about how changing the type of string might change the
outcomes.
ELABORATE: Applications and Extensions
Students experiment with different number of breaths into the balloon to see the results.
They also practice with different types of strings. (Use the sheet attached.)
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students turn in the sheet that accompanies this project. Their numbers and explanation
will help to show understanding.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Students will be provided the opportunity to share their new experiment ideas and
continue their investigations.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
1
10 Balloons
Kelvin.com
$14
1
5 meters Yarn
Walmart.com
$2
1
5 meters Twine
Walmart.com
$4
1
5 meters Fishing Line
Walmart.com
$1
2
Plastic Tape
Kelvin.com
$2
Straws
Use straws from Wheeled Vehicle
project
Let’s Build a Rocket
Performance Based Assessment – 4th Grade
This is a whole class demonstration, but students will collect data during the experiment and make a bar
graph with the results.
Materials:
9” Balloons
500 cm (5 meters) of each of the following “strings”: fishing line, yarn, and twine
Tape
6 chairs or 6 students
3 straws
Up to 3 stopwatches
Directions:
Teachers builds one balloon/string model for each type of “string” for the class demonstration.
1. Feed the string through the straw. Either attach the string to two chairs or have two students hold each
end. Make sure the string is taut and level.
2. Blow up the balloon and hold it closed so that the air does not escape. (Do not tie the balloon shut.)
Blow up the balloon as large as possible - at least the size of soccer ball. Have help taping the balloon
to the straw that is fed through the string.
3. Pull the balloon to the very end of the string.
4. Have a student tell you/volunteer when to release the balloon as the student will time the balloon’s
travel on the string with a stopwatch. The student will stop timing when the balloon reaches the
opposite end of the string.
5. Let go of the balloon when told and let it go.
6. How long does it take the balloon to travel the distance of the string (or at least 400 cm)?
7. Record the data on the table below.
8. Repeat the exact same set up two more times, recording the data below each time.
9. Move on using the different “strings” and repeat steps 1-7.
10. Collect pages #-# or science journals to assess student understanding of this lesson.
Let’s Build A Rocket! PBA 5th Grade
Student Name:_______________________________________
String Type
Distance
Yarn Trial 1
500 cm
Yarn Trial 2
500 cm
Yarn Trial 3
500 cm
Fishing Line Trial 1
500 cm
Fishing Line Trial 2
500 cm
Fishing Line Trial 3
500 cm
Twine Trial 1
500 cm
Twine Trial 2
500 cm
Twine Trial 3
500 cm
Number of breaths
1
2
3
4
5
6
7
8
9
Distance
Time
Time
1. What are some observations you have about today’s class demonstration? Make sure to include which
type of string had the fastest balloon travel time.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How does different number of breaths affect this experiment? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Describe an experiment you would like to try to further our understanding of this topic?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
NGSS Lesson Planning: Fourth Grade-Marble Mountains
Grade: 4th
Topic: Speed and Energy
Brief Lesson Description:
Using marbles and clear plastic tubing, the students will work to see how speed and energy
are related.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will work with various materials to make observations that speed is related to the
amount of energy in an object.
Narrative / Background Information
The potential energy of the marble at the top of the track will turn into kinetic energy as the
marble rolls down the tube. The second hill of the roller coaster will need to be lower than
the first hill, as the potential energy of the marble will not be able to carry the marble up a
hill that is higher than the first hill (conservation of energy).
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
Lesson 8: Marble Mountains
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by reviewing Energy. What do students know about energy and transfer? Explain to
the students that today we will be creating their own roller coasters with some simple
everyday items to demonstrate energy and motion.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Introduce the idea of roller coasters. Discuss what students know about roller coasters and
how they work. Ask the students to use what we’ve learned over the past few lessons to
help to explain how the roller coaster operate. Have the students get into groups of four or
five. Give each group materials that include one five feet of vinyl tubing, and a marble. Ask
them to work together to build a roller coaster in the classroom. Tell them to build two
different roller coasters and draw the models in their science notebooks. Students diagram
their findings on paper or in their science notebooks.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Have the students explain their results. They are given a chance to demonstrate their roller
coasters to the class. Draw the students’ attention to any roller coasters who used a hill.
The marble will never climb a hill higher than the first hill. Show videos of different roller
coasters to demonstrate that the first hill is always the highest. Why is this? We have
discussed previously how energy cannot be created or destroyed.
Watch video on roller coaster science
http://search.yahoo.com/search;_ylt=A0oG7jlstM1R3CkAsBFXNyoA;_ylc=X1MDMjc2NjY3O
QRfcgMyBGJjawMwc3NwMzY5OHNyNjRiJTI2YiUzRDMlMjZzJTNEYmsEY3NyY3B2aWQDSTZv
NEhVZ2V1ckFPY3lNeVVjMllpd2FHREdIMkExSE50R3dBRFRPUwRmcgN5ZnAtdC05MDAEZnIy
A3NiLXRvcARncHJpZANDb1h1SW1TeVRELjZEcmdGT2t0Z19BBG5fcnNsdAMxMARuX3N1Z2c
DMARvcmlnaW4Dc2VhcmNoLnlhaG9vLmNvbQRwb3MDMARwcXN0cgMEcHFzdHJsAwRxc3
RybAMzMwRxdWVyeQNzY2llbmNlIG9mIHJvbGxlciBjb2FzdGVycyB2aWRlb3MEdF9zdG1wAz
EzNzI0MzU2NTYxNTUEdnRlc3RpZANBQ0JNMDM?p=science+of+roller+coasters+videos&fr2=sb-top&fr=yfp-t-900
ELABORATE: Applications and Extensions
After discussing the information above, the students are given the opportunity to refine
their roller coasters from earlier. The students are given different types of marbles to
experiment with (wood, metal, glass). The teacher also poses one more challenge: Can
you create a roller coaster with a loop?
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding.) Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Have the students experiment to find the tallest height of the second hill that the marble
can still climb.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Marble
From Previous lessons
or
Steel ball bearings
VXB Ball Bearings
Vinyl Tubing
Home Depot
Estimated Price
The following picture can be used to help get an idea of what the roller coaster should look like. The large hill on
the right would be where the students start the marble. The loop would be the second hill. The groups of
students will work to hold the track in place.
NGSS Lesson Planning: Fourth Grade-Stomp Rockets
Grade: 4th
Topic: Speed and Energy
Lesson 9: Stomp Rockets
Brief Lesson Description:
Using classroom-made rockets, students will deepen their understanding of speed and
energy.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object. [Assessment Boundary: Assessment does not include quantitative
measures of changes in the speed of an object or on any precise or quantitative definition
of energy.]
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment
does not include quantitative measurements of energy.]
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide. [Clarification Statement:
Emphasis is on the change in the energy due to the change in speed, not on the forces, as
objects interact.] [Assessment Boundary: Assessment does not include quantitative
measurements of energy.]
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.* [Clarification Statement: Examples of devices could include electric
circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a
passive solar heater that converts light into heat. Examples of constraints could include the
materials, cost, or time to design the device.] [Assessment Boundary: Devices should be
limited to those that convert motion energy to electric energy or use stored energy to cause
motion or produce light or sound.]
Specific Learning Outcomes:
Students will work in partnerships to explore: Rocket design, attributes of cause and effect
in design
Narrative / Background Information
Energy can be transferred from Sun to food to humans to a stomp to propel a rocket
Prior Student Knowledge:
What is energy? Energy isn’t created or destroyed. Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
○
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
○
○
○
○
○
○
○
○
○
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
●
Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
ETS1.A: Defining Engineering Problems
●
Possible Preconceptions/Misconceptions
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
○
○
○
○
○
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Explain that earlier in the unit we have learned what energy is and that it can transfer from
object to object. We also learned that energy can be transferred from one form to another.
In this lesson, we will be experimenting with designing, testing and observing the flight of a
paper rocket.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
After a very brief demonstrations, allow students to design, build, and test paper stomp
rockets.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Students take time to share with the class what they have discovered. Reintroduce the
concept of energy (energy – the ability to do work. There are different types of energy.
Conservation of energy- energy cannot be created or destroyed, it is transferred from one
form to another.) Discuss with the class how varying the amount of energy might change
the process. Also talk with them about how changing the design by adding or removing
certain attributes may effect flight.
ELABORATE: Applications and Extensions
Students experiment with different designs: fins, nose cones, diameter of fuselage,
Students to explore existing designs based on designs.
NASA,
Boeing,
Jet Propulsion Laboratory/NASA
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students compete with other teams in a Stomp Rocket contest:
● Distance
● Accuracy
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Make assumptions regarding current air and space travel and exploration vehicle design.
NASA, Boeing, Jet Propulsion Laboratory/NASA
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
1
Ream of 8 ½ x 11” notebook paper
school supplies
6
roll of plastic tape
school supplies
Estimated Price
8 ft
8 x 12” section of 1” inch PVC pipe
Home Depot, Lowes, etc
$35.00
1 bag
8” Zip Ties
Home Depot, Lowes, etc
$4.00
1
4 ft. 2x4
Home Depot
$5.00
1
12” x 12” x ½ “ plywood piece
Home Depot
$12.00
Assorted screws, washers
Home Depot
$5.00
26 x 2.0” or 29 x 2.0” bike tube
local bike shops
$6.00
2
Stomp Rocket
Data Sheet Ideas
Team Members: __________________________________
Date: ______________________________________
Stomp Rocket Data Table
Test Flight
Distance Traveled
Feet or Meters
Time to Travel Distance
Seconds
Diagraming and work area:
Speed (Distance/Time)
Feet/second or
Meters/second
Sample Stomp Rocket
1-8 ½ x 11 inch paper
plastic tape
roll tube
Optional Fins
NGSS Lesson Planning: Fourth Grade-Sound and Movement
Grade: 4th
Topic: Speed and Energy
Brief Lesson Description:
Using various materials, the students will work to see how sound energy can create
movement.
Performance Expectation(s):
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with various materials to make observations that speed is transferred
from place to place by sound.
Narrative / Background Information
The energy in an object determines the speed of the object.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson 10: Sound and Movement
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
This lesson should take place after the class has had the chance to work with sound. What
do we know about sound and how it travels? Relate sound to energy. Tell the class that
today we will experiment with sound and energy. Challenge the class to develop
demonstrations that show how sound energy can be used to transfer energy. Remind
students of some of the activities we’ve done previously.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Get out materials for this activity (borrow instruments from the music room), rubber bands,
rulers, other devices that can be used to make sound. Encourage the class to find
interesting ways to produce sounds. See if they can use those sounds to transfer energy to
other objects. Record any observations that demonstrate the transfer of sounds.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. Were we able to show sound can move
objects? Do some demonstrations or show videos that demonstrate sound and energy
transfer. This can be done with speakers covered in plastic wrap and placing salt on the
speaker to make it dance.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. They are to use
sound to move an object 20 cm. Instruct them to work in groups to choose an object to
move and develop a system to use sound to move that object. In their notebooks they
should include a diagram their system and an explanation of how it works.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
rubber bands
From previous lessons
rulers
From previous lessons
cardboard boxes
Local
reflective mirrors
From the front table
instruments from music class or home
Estimated Price
Name__________________
Data Transfer Performance Assessment
4PS43.
Generate and compare multiple solutions that use patterns to transfer
information.*[Clarification Statement: Examples of solutions could include drums
sending coded information through sound waves, using a grid of 1’s and 0’s
representing black and white to send information about a picture, and using Morse
code to send text.]
Using the materials provided students will need to develop more than one system to
transfer a message to a partner. You must send the message across the room to your partner
using patterns.
Take time to plan and discuss with your partner the systems you will use to send your
message. Look through the materials and brainstorm how you could use these items to send
the same message in more than one way.
Once you have developed your systems, test them out. Practice sending short
messages across the room to each other. Decide who will be sending the messages and who
will be receiving them.
When you are ready, the sender will ask the teacher for the message that will be sent
across the room. The other partner should remain on the other side of the room and be
prepared to receive the message. Once the message has been sent using all the delivery
systems, the receiver partner will bring the message they received right to the teacher.
When the message has been given to the teacher each partner will need to reflect and
answer the following questions:
A. How did you decide which systems you would use to send your information for this
experiment?
B. What patterns did you use?
C. Which of your systems did you prefer? Why?
D. Were you successful in sending your message? Why or why not?
Data Transfer Rubric
4
3
2
1
Systems
Students
developed two
or more systems
to deliver their
message. The
message was
delivered
successfully.
Students
developed two
or more systems
to deliver their
message. The
message was
transferred
mostly correctly.
Students
developed only
one system and
the message
was sent
correctly. The
students
developed more
than one
system, but the
message was
decoded
incorrectly.
Students only
developed a
single system.
The message
was not sent or
was decoded
incorrectly.
Patterns
The students
developed two
patterns and
clearly describe
each pattern.
The students
develop two
patterns, but
only clearly
describe one of
the patterns.
The students
developed only
one pattern and
clearly described
it, or they
developed two
patterns, but do
not describe
them well.
There was no
pattern
developed.
Preference
Students clearly
compare and
contrast their
systems and
give reasons on
which system
they liked best.
The students
give their
preference, they
attempt to
explain, but do
not clearly
explain why it
was the best.
The students
say what their
preference was,
but give no
reasons why.
The students did
not explain
which system
they preferred.
______ out of 12 points
Collision of Objects Lesson 12:
Lesson 13:
Lesson 14:
Lesson 15:
Marble Collisions
Sudden Stop
Sports and Collisions
Collision (Assessment)
NGSS Lesson Planning: Fourth Grade-Marble Collisions
Grade: 4th
Topic: Collisions of Objects
Brief Lesson Description:
Using marbles of various sizes, the students will work to see how collisions can transfer
energy from one object to another.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with various materials to create and answer questions about what
happens with energy when objects collide.
Narrative / Background Information
Energy is not created. It can be transferred from one object to the next.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
Lesson 12: Marble Collisions
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
We know that objects in motion have energy, but what happens to that energy when two
things collide? Today we will be experimenting with marbles to answer questions about
what happens when these collisions occur.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Get out materials for this activity which are marbles. Encourage the class to practice with
the marbles and observe what happens when the marbles collide. Record any observations
that demonstrate the transfer of sounds.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. What do you think happens to the energy
in the first item when it collides with the second? Discuss with the students the idea of
collisions and energy. Stream videos.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. Tell the class that
they are to set up a ramp using the ruler and books. Make sure that each group has two to
three books, one ruler and marbles of different sizes. Tell the students that they are to
experiment with putting one marble resting at the bottom of the ramp and to release the
second marble from the top of the ramp. Use the divot in the center of the plastic ruler to
help control the movement of the marble. Ask them to experiment with having the large
marble at rest and having the large marble at the top of the ramp. Instruct them to
experiment with adding more books to increase the height of the ramp. On each
experiment they should record the distance each marble traveled from the end of the
ramp. (See attached worksheet.) When they are finished student need to explain what
they have found from this experimentation about collisions.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
1
marbles
Amazon.com
$13.07
ramps from wheeled car activity
Name___________________________
Marble at the top
Marble at the
bottom
Number of books
for ramp
Distance top marble
travels
Distance bottom
marble travels
NGSS Lesson Planning: Fourth Grade-Sudden Stop
Grade: 4th
Topic: Collisions of Objects
Brief Lesson Description:
Using cars and pennies, the students will work to see how collisions can transfer energy
from one object to another.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with various materials to create and answer questions about what
happens with energy when objects collide.
Narrative / Background Information
Energy is not created, but can be transferred from one object to the next.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
Lesson 13: Sudden Stop
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
We know that objects in motion have energy, but what happens to that energy when two
things collide? Today we will be experimenting with cars to answer questions about what
happens when these collisions occur. What happens when two objects are traveling
together and one of those two objects collide with another?
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Get out materials for this activity which are small cars, pennies, and blocks of wood.
Encourage the class to practice with the materials and observe what happens when objects
collide. Record any observations that demonstrate the results of collisions.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. Were you able to find a way to move two
objects at once and have one collide? What happened? Discuss with the students the idea
of collisions and energy.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. What happens to the
penny when you place it on the top of the car and let the car roll down a ramp? Give the
students a ramp and ask them to get out three books. Place the penny on the car and roll it
down the ramp. Alter the height of the ramp. Each time record what happens to the
penny. Record any distance. How does changing the height of the ramp affect the penny?
(Use the table that is attached.)
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
1
Description
Potential Supplier (item #)
Estimated Price
Student constructed cars from
“Wheeled Vehicles”
or
hot wheels, matchbox cars, Lego cars,
etc
Amazon.com
$22
Pennies
$1
Name___________________________
Number of books for
ramp
Observations
Distance
penny travels
NGSS Lesson Planning: Fourth Grade-Sports and Collisions
Grade: 4th
Topic: Collisions of Objects
Brief Lesson Description:
Using balls, bats and racquets, the students will work to see how collisions can transfer
energy from one object to another.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
Specific Learning Outcomes:
Students will work with various materials to create and answer questions about what
happens with energy when objects collide.
Narrative / Background Information
Energy is not created. It can be transferred from one form to the next.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
Lesson 14: Sports and Collisions
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
We know that objects in motion have energy, but what happens to that energy when two
things collide? Today we will be experimenting with sports to answer questions about what
happens when these collisions occur.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Tell the students that we will be doing science outside today. Have them get into groups of
two or three. Get out materials for this activity which are whiffle balls, bats, playground
balls, birdies and badminton racquets. Encourage the class to practice with the materials
and observe what happens when objects collide. Record any observations that demonstrate
the results of collisions.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. What do you think happens to the energy
in the first item when it collides with the second? Discuss with the students the idea of
collisions and energy.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. Can you get an object
to travel a set distance using collisions? The students are shown that they have two
distance they will try to make their objects move. One distance is five feet away, the other
is twenty feet away (can be further). Allow the students to experiment with different ways
to make this happen. Show them the starting line that they cannot cross and explain that
each group will get one chance to move their object to each of the targets. After giving
each group 10 to 20 minutes to practice, bring the class back together and give each group
a chance to hit the target. When they are finished student need to explain what they have
found from this experimentation about collisions. What did they have to do with each
example to try to get the object to move a shorter distance vs. a further distance?
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
2
build two targets with bulletin board
schools
Estimated Price
paper (3 foot by 3 foot)
1
Whiffle Balls
Amazon.com
5.95
3
Whiffle Ball Bats
Walmart.com
9.00
1
Badminton Racquets
Walmart.com
16.71
6
Playground balls
schools
Collisions Performance Task
Name:
Date:
A collision occurs when a baseball bat hits a baseball, or a tennis racket hits a tennis ball.
What would happen if you hit a baseball with a table-tennis paddle, or a table-tennis ball
with a baseball bat? How do the masses of colliding objects change the results of
collisions?
What You’ll Investigate (Problem):
How does changing the size and number of marbles in a collision affect the momentum?
What do you think will happen? (Hypothesis):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Materials:
Small marbles (5)
Meter sticks (2)
Large marbles (2)
Tape
Goals:
Be able to compare and contrast different collisions.
Be able to determine how the speeds after a collision depend on the masses of the
colliding objects.
Procedure:
1. Tape the meter sticks next to each other, slightly farther apart than the width of
the large marbles. This limits the motion of the marbles to nearly a straight line.
2. Place a target marble in the center of the track formed by the meter sticks. Place
a small marble at one end of the track. Shoot this marble at one end of the track.
Shoot this marble toward the target marble by flicking it with your finger.
Describe the collision.
3. Repeat step 2, replacing the two small marbles with the two large marbles.
4. Repeat step 2, replacing the small shooter marble with a large marble, the target
marble will be small.
5. Repeat step 2, replacing the small target marble with a large marble, the shooter
marble should be small.
6. Repeat step 2, replacing the small target marble with four small marbles that are
touching, the shooter marble should be small.
7. Place two small marbles at opposite ends of the meter sticks. Shoot the marbles
toward each other and describe the collision.
8. Place two large marbles at opposite ends of the meter sticks. Shoot the marbles
toward each other and describe the motion.
9. Place a small marble and a large marbles at opposite ends of the meter sticks.
Shoot the marbles toward each other and describe the collision.
Data: Table 1: Marble Collisions
Trial
Shooter
Target Marble
Before Collision
After Collision
Number
Marble
(Stationary)
Drawing
Drawing
(Moving)
1
2
3
4
5
6
7
8
Conclude and Apply:
1. Compare and contrast the results of the various types of collisions.
1. In which collisions did the shooter marble change direction? How did the mass of
the target marble compare with the shooter marble in these collisions?
Converting Energy Lesson 16:
Lesson 17:
Lesson 18:
Lesson 19:
Catapults
Solar Ovens
Wheeled Vehicles (Assessment)
Natural Resources and Energy
NGSS Lesson Planning: Fourth Grade-Catapults
Grade: 4th
Topic: Converting Energy
Brief Lesson Description:
Using ping pong balls and a variety of materials, the students will work in teams to design,
test and refine a device that can launch the ping pong ball across the room.
Performance Expectation(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when
objects collide.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.*
Specific Learning Outcomes:
Students will work with various materials to create a catapult.
Narrative / Background Information
There are many types of Catapult. In modern times, the word catapult can be used to
describe any machine that hurls a projectile.
Prior Student Knowledge:
What is energy? Energy can be transferred.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
PS3.C: Relationship Between Energy and
Forces
● When objects collide, the contact
forces transfer energy so as to change
the objects’ motions. (4-PS3-3)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
Lesson 16: Catapults
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
We know that objects in motion have energy. We have spent time working to develop an
understanding of energy transfer and collisions. Today we will be working to design a
device to transfer energy to this ping pong ball and move it across the room. We will be
building catapults.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Start out by getting out materials for the students to use (ping pong balls, spoons, rubber
bands, and craft sticks). Encourage the students to work in partnerships to use these items
to build a catapult. In their science notebooks they should record diagrams of any catapults
they build.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together, and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. Take the class to the lab to research
catapults. In their notebooks they should record information they feel would be beneficial.
They should save sites to their favorites that they might want to access later. The students
and their partners should discuss the changes they would like to make to their catapult.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. Each of you will refine
your catapults in an attempt to build a catapult that will propel the ping pong ball the
furthest distance. Each group will be provided with more rubber bands, craft sticks, and
cardboard. We will test out the catapults to see which group moved the ball the furthest.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Encourage students to build their own catapults outside of school to bring in and share with
the class.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
2 boxes of
craft sticks
on-line supplier
$8.60 ea./$18.00
300
for two boxes
Jumbos
1 box of
ping pong balls
144
(can be split between all fourth grade
Amazon.com
$8.75
$3.78
kits - 24 per kit)
3 bag/box
rubber bands
Shop let.com
15-30
spoons
school cafeteria
NGSS Lesson Planning: Fourth Grade-Solar Oven
Grade: 4th
Topic: Converting Energy
Brief Lesson Description:
The students will build solar ovens to demonstrate how light energy is transferred into heat
energy.
Performance Expectation(s):
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
Specific Learning Outcomes:
Students will observe how light transports energy into heat energy through the
construction of solar ovens.
Narrative / Background Information
Light absorption with different colors- Darker (absorbs) lighter (reflects). Light is not energy
but rather a transporter of energy through space.
Prior Student Knowledge:
Knowledgeable of what colors absorb more light than others and the concepts regarding
energy. It cannot be created or destroyed.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
PS3.A: Definitions of Energy
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
● Energy can also be transferred from
place to place by electric currents,
which can then be used locally to
produce motion, sound, heat, or light.
The currents may have been produced
to begin with by transforming the
energy of motion into electrical energy.
(4-PS3-2),(4-PS3-4)
PS3.D: Energy in Chemical Processes and
Everyday Life
● The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
○
○
○
○
○
○
○
○
○
○
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations
(science) and designing solutions
(engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
ETS1.A: Defining Engineering Problems
Lesson 17: Solar Ovens
○
○
○
○
○
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
Possible Preconceptions/Misconceptions
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Light is not energy but a transporter of energy through space.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Begin by reviewing Energy. What do students know about light energy and heat energy?
What are they? What does “solar” mean and what are some examples of things that are
solar powered. Explain to the students that today we will be talking about solar ovens.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Split the students into groups of two or three. Give the students different materials to use
to make a solar oven. They will work together to construct a solar oven using what they
know about light and heat energy.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Explain how light energy converts to heat energy. Explain that light is not energy but a
transporter of energy through space. Watch video to show students how to make the solar
ovens.
going-green-challenge.com
www.youtube.com
ELABORATE: Applications and Extensions
After watching the video and discussing the information above, the students are given the
opportunity to refine their solar ovens built earlier. They can keep their previous
experiments or alter them. The teacher also poses one more challenge. Since energy can
be transferred from light energy to heat energy, one of the group’s demonstrations must
show energy transfer from light to heat.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
After students are given a chance to experiment they present their demonstrations to the
class. They must explain what is happening throughout the demonstration.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
2
Aluminum Foil
Walmart
$12
Pizza Boxes
Local Pizza store
------
Clear Plastic Wrap
Walmart
$7
Scissors
Normal Classroom Supplies
$0
All Purpose Glue
Normal Classroom Supplies
$0
X-acto knife/Box Cutter
Walmart
$2
Ruler
Normal Classroom Supplies
$0
Black Marker
Normal Classroom Supplies
$0
Tape
Normal Classroom Supplies
$0
1- 50pk
Black Construction Paper
Walmart
$4
2 packs of
Thermometers
Amazon.com
$20/ea.
3
1
10 ea.
$40
NGSS Lesson Planning: Fourth Grade-Wheeled Vehicle
Grade: 4th
Topic: Energy
Brief Lesson Description:
Using wheeled vehicles to design, test, and refine a device that converts energy from one
form to another. First, students will build a simple ramp car, powered only by gravity.
Next, students will add a small fan motor. This will require circuit to become part of the
lesson. Depending on student progressions, teacher may add switches. Students race,
showcase and utilize their vehicles for demonstration of learning target mastery
Performance Expectation(s):
4-PS3-1.Use evidence to construct an explanation relating the speed of an object to the
energy of that object.
4-PS3-2. Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.
Specific Learning Outcomes:
Students will work in partnerships to design and test a variety of vehicles that demonstrate
how energy can be transferred from one place to another. They will be able to identify how
the energy changes forms and how with more energy there is a greater speed.
Narrative / Background Information
The faster a car is moving, the more energy it possesses. When objects collide, energy can
be transferred from one object to another, changing their motion.
Prior Student Knowledge:
Asking questions, taking a poll or survey, administering a pretest on learning targets
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS3.A: Definitions of Energy
● The faster a given object is moving, the
more energy it possesses. (4-PS3-1)
● Energy can be moved from place to
place by moving objects or through
sound, light, or electric currents. (4PS3-2),(4-PS3-3)
PS3.B: Conservation of Energy and Energy
Transfer
● Energy is present whenever there are
moving objects, sound, light, or heat.
When objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some energy
is typically also transferred to the
surrounding air; as a result, the air gets
heated and sound is produced. (4-PS32),(4-PS3-3)
● Energy can also be transferred from
place to place by electric currents,
which can then be used locally to
produce motion, sound, heat, or light.
The currents may have been produced
to begin with by transforming the
energy of motion into electrical energy.
(4-PS3-2),(4-PS3-4)
PS3.D: Energy in Chemical Processes and
Everyday Life
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson 18: Wheeled Vehicles
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
●
The expression “produce energy”
typically refers to the conversion of
stored energy into a desired form for
practical use. (4-PS3-4)
ETS1.A: Defining Engineering Problems
●
Possible solutions to a problem are
limited by available materials and
resources (constraints). The success of
a designed solution is determined by
considering the desired features of a
solution (criteria). Different proposals
for solutions can be compared on the
basis of how well each one meets the
specified criteria for success or how
well each takes the constraints into
account. (secondary to 4-PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Give an opening act or show of a completed vehicle going down a ramp.
Set up ahead of time material distribution stations.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Students to be in teams of two
Provide basic materials:
15-20 cardboard chassis (precut)
100 dowels for Axles (precut)
50 plastic wheels (pre-purchased)
2-3 rolls Duct tape (pre-purchased)
EXPLAIN: Concepts Explained and
Vocabulary Defined
Introduce the concept of energy (energy – the ability to do work. There are different types
of energy. Conservation of energy- energy cannot be created or destroyed, it is transferred
from one form to another.)
ELABORATE: Applications and Extensions
Races, collisions, iPad recording (Documentary) (iMovie) demonstrations
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Formative: observation of vehicles planning, design, testing
Summative Assessment (Quiz / Project /
Report):
Summative: Completion of vehicle, fulfillment of distance to travel,
Elaborate Further / Reflect:
Careers in engineering design, race cars, automotive-Ford, GM, Chrysler,
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
200
Wheelsitem number 990168
Kelvin.com
$18
20
Wood Dowels
item number 850628
Kelvin.com
$4
1 Box
Straws
Walmart, Amazon, School kitchen
$4
1 per
student
Sturdy Cardboard- 3 ¼” x 6”
Warehouse
$0
3 rolls
(Gray or Black or other) Duct Tape
Walmart
$15
2
Grand Prix Pinewood Derby Practice
Track
Boy Scout Shop
$32
6
Empty Water Bottles
2
3 in Propellers 3 blades (pack of 8)
Kelvin.com
$12
6.0-12.0 volt motors
Kelvin.com
$30
3 sets of 10
Wire w/alligator clips
Kelvin.com
$7.95/ea.
15
Blade switch
Kelvin.com
$1.59/ea
item number 990175
20 @
$1.50/ea.
Wheeled Vehicle
Data Sheet Ideas
Team Members: __________________________________
Date: ______________________________________
Ramp Car Data Table
Test Run
Distance Traveled
Feet or Meters
Time to Travel Distance
Seconds
Diagramming and work area:
Speed
(Distance/Time)
Feet/second or
Meters/second
Completed Fan Car Sample
Resources for Fourth Grade Science 4-ESS3-1 Energy (Natural
Resources, Non-renewable, renewable energy)
Website: www.ecokids.ca
What it has:
Find out how Canada's environment could change if we produce more carbon dioxide.
Errand Run: An alternative transportation game. Complete your errands while polluting as
little as possible.
Contains quizzes on energy resources, climate change,
Fossil Fuel eco-stats: Get all of the facts and figures about fossil fuels.
Learn about energy and where it comes from.
Website: www.kidzworld.com (if this doesn’t come up, Google fossil fuels for kids
What it has: kid friendly information and research on fossil fuels, hydropower, solar
power, geothermal energy, wind power
Website: Discoveryeducation.com
What it has:
Video: Powering the Future: The Green Revolution: Modern society relies on fossil fuels to
power everything from cars to food processors. However, experts believe we have already
used more than 50 percent of the world's recoverable oil. Natural gas and coal supplies are
not endless. Today, the race is on to find renewable, cleaner sources of energy. Discusses
alternative energy resources.
Website: Discoveryeducation.com
What it has:
Video: Greatest Inventions with Bill Nye: Energy
Reveals new advances in oil drilling and coal mining, as well as considers the impact of
burning fossil fuels on the environment.
Website: Discoveryeducation.com
What it has:
Video: Power Up: Energy in our Environment (grades 3-5)
Fossil fuels (oil, coal, and natural gas) are formed from the remains of living things that
died millions of years ago and were gradually buried by layers of rock and soil. Fossil fuels
are used to produce energy in order to generate electricity, run our cars, and heat our
homes.
Website: brainpop.com (if you don’t have an account, you can sign up for a free trial)
What it has:
Video: Fossil fuels – 3 minutes video with quiz, activities
Video: Conserving Energy – minute video with quiz, activities
Other resources:
Powerpoint by Sean and Anne 
What is has: Natural Resources and Energy: Has graphics, student discussion questions,
i.e.-global coal, gas, oil reserves, how to read and interpret information in graphs, tables,
and charts.
8/13/2013
Natural Resources and Energy
Strand 4-ESS3-1
4-ESS3-1. Obtain and combine information to
describe that energy and fuels are derived from
natural resources and their uses affect the
environment. [Clarification Statement: Examples of
renewable energy resources could include wind
energy, water behind dams, and sunlight; nonrenewable energy resources are fossil fuels and
fissile materials. Examples of environmental
effects could include loss of habitat due to
dams, loss of habitat due to surface mining,
and air pollution from burning of fossil fuels.]
Energy That Powers the United States
What are some of the natural resources from
which we get our ENERGY?
Using this evidence, what conclusions can you draw
about US energy usage?
Global Reserves of Coal, Gas, and Oil by Region
AL FIN ENERGY MONDAY, JANUARY 31, 2011
Using these charts as evidence, what conclusion can you
reach about U.S. Energy usage?
Using this chart, what can you infer about
energy reserves across the world?
1
8/13/2013
Source: BP Statistical Review of World Energy
June 2012
Both of these charts are meant to contain similar information. In
your opinion, which of the two is better and why? Does teh evidence
int he two charts agree? Support you answer with evidence.
Possible Environmental Consequences
of Renewable Resources
Using this chart, what does it appear is happening to energy
consumption inside and outside the United States? Why might
this be? What might this chart look like in 10 or 20 years?
Mining Coal
Think as you view these videos and
websites.
On each source, do you believe that the
information can be trusted?
Who made these information sources?
Why were they made? (Author's Purpose)
coal mining
Obtaining Uranium, a Fissile Substance
Sierra Club Pennsylvania
What are some of the possible effects in the
mining and burning of coal?
uranium mining
2
8/13/2013
Using Uranium, a Fissionable Substance
Drilling for Oil and using its many Products
Environment-Clean-Generations
What are some of the possible effects in the
mining and use of fissile materials?
oil and natural gas production
Possible Environmental Effects
• What kind of effects are there on the
environment from the collecting and use of
natural gas, petroleum, and the other fossil
fuels?
Renewable Energy
•
What are some of the more
common types of renewable
energy?
SolarPhotovoltaic Cell Converts Light to
Electricity
• Are there environmental consequences with
using renewable resources to produce
energy?
• Is it clean energy or just cleaner?
NASA.gov
Solar Energy
3
8/13/2013
According to the chart, which region of the US is most suited for
to use solar energy? What do you know about this region?
Moving air molecules push the blades
of the windmill, at which point the
generator uses the motion of the
blades to make electricity.
What are the possible environmental effects from producing
energy using the sun as a natural resource?
U.S. Wind Resources
Solar Farm in
Michigan
According to the chart, which region of the US is most suited for
wind energy? What do you know about this region?
U.S. Wind Resources
What are the possible environmental effects from producing energy
using the wind as a natural resource?
Moving water is changed into
electricity
Ga.water.gov
4
8/13/2013
Interesting Website
Hydroelectric Energy
According to the chart, which region of the US is most suited for
the use of hydroelectric energy? What can you infer about these
areas?
What are some possible environmental effects from producing
energy using water as a natural resource?
According to the chart, which region of the US is most suited for the
use of biomass energy? Why do you believe this is true?
www.rodhanded.com
Biomass
What are some possible environmental effects from producing
energy using wood and other biomass as a natural resource?
5
8/13/2013
The energy from the ground water is harvested and
then the waste water is returned to the ground.
Geothermal Heat
What are some possible environmental effects from producing
energy using geothermal energy as a natural resource?
According to the chart, which region of the US is most suited for the
use of geothermal energy? Why do you believe this is true?
You are starting a renewable resource business. Choose the type of energy you plan
to produce and the region of the United States in which you would choose to start
your company. Record evidence to support both your decisions. Describe the natural
resources available in this area.
What are some possible environmental effects
from producing energy in your company?
6
Companion to Energy PowerPoint
4-ESS3-1. Obtain and combine information to describe that energy and fuels are
derived from natural resources and their uses affect the environment.
[Clarification Statement: Examples of renewable energy resources could include wind
energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels
and fissile materials. Examples of environmental effects could include loss of habitat due to
dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
ESS3.A: Natural Resources
Energy and fuels that humans use are derived from natural sources, and their use
affects the environment in multiple ways. Some resources are renewable over time,
and others are not. (4-ESS3-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 3–5 builds on K–2
experiences and progresses to evaluate the merit and accuracy of ideas and methods.
Obtain and combine information from books and other reliable media to explain
phenomena. (4-ESS3-1)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 3–5 builds on K–2
experiences and progresses to evaluate the merit and accuracy of ideas and methods.
Obtain and combine information from books and other reliable media to explain
phenomena. (4-ESS3-1)
Connections to Engineering, Technology,
and Applications of Science
Interdependence of Science, Engineering, and Technology
Knowledge of relevant scientific concepts and research findings is important in
engineering. (4-ESS3-1)
Influence of Engineering, Technology, and Science on Society and the
Natural World
Over time, people’s needs and wants change, as do their demands for new and
improved technologies. (4-ESS3-1)
PowerPoint Companion Document
Open all videos thoughtfully, as they link to YouTube.
The children brainstorm ideas in partners or small groups to predict the next slide.
The children should be able to see difference in percent’s of nonrenewable and renewable
resources, solar being the least, petrol being the most, and many more comparisons.
Students will identify areas of most or least use.
Different regions have different amounts of natural resources. North America is rich with coal,
while the Middle East has much oil and natural gas.
Comparing deficits and positives about the two graphs.
Students will identify trends in energy usage and propose reasons for the trends.
Think as you view these videos and websites.
On each source, do you believe that the information can be trusted?
Who made these information sources? Why were they made? (Author's Purpose)
Is it reasonable? Does it agree with the things that we already know?
Children should observe and describe the process of producing coal for use. Imbedded Video
Children should talk about loss of habitat due to surface mining, air pollution, soil pollution,
and water pollution.
Children should observe and describe the process of producing uranium for use. Imbedded Video
Children should talk about loss of habitat due to surface mining, air pollution, soil pollution,
and water pollution.
Student discuss the uses of oil.
Children should talk about loss of habitat due to surface mining, air pollution, soil pollution,
and water pollution. Imbedded Video
Renewable Energy
Student will brainstorm different sources of renewable energy.
Discuss how the energy in light causes electricity when it hits a photovoltaic panel. Imbedded
Video
The southwest is dry, has few clouds, and is closer to the equator than much of the US.
Children should talk about loss of habitat due to construction, new roads, air pollution, and
soil pollution
Discuss how the motion of the wind pushes the blades of the wind mill and that motion
creates electricity in the generator Imbedded Video
.
The Midwest is often called tornado alley. It has regular strong winds that unfortunately result
in tornados. Discuss possible environmental consequences.
Children should talk about loss of habitat due to construction, new roads, air pollution, and
soil pollution
Discuss how the motion of the water pushes the blades of the turbine and that motion creates
electricity in the generator. Discuss possible environmental consequences.
Children should talk about loss of habitat due to construction, new roads, air pollution, and
soil pollution Imbedded Website
According to the chart, which region of the US is most suited for
the use of hydroelectric energy? What can you infer about these
areas?
Tie in the location of dams to rivers and the fact that most are neat the mountain chains.
Discuss possible environmental consequences.
Children should talk about loss of habitat due to construction, new roads, air pollution, and
soil pollution
Imbedded Video
Explain that bio means life and mass is material. Then discuss that most biomass plants are
near the Corn Belt, a great area for growing corn. Discuss possible environmental
consequences.
Children should talk about loss of habitat due to construction, new roads, air pollution, and
soil pollution
Imbedded Video
Explain that large scale geothermal production is located near plate boundaries where you
also find earthquakes and volcanoes.
The children need to use the information that they know to locate a good place for their
energy plant. The students need to keep in mind the environmental consequences of their
choices.
NGSS Lesson Planning Template
Grade: Fourth
Topic: Energy
Lesson 19: Natural Resources and Energy
Brief Lesson Description:
The students will obtain and combine information to create an
informational piece concerning the possible environmental
consequences of energy production.
Performance Expectation(s):
4-ESS3-1. Obtain and combine information to describe that energy and fuels are
derived from natural resources and their uses affect the environment.
Specific Learning Outcomes:
Examples of renewable energy resources could include wind energy,
water behind dams, and sunlight; non-renewable energy resources are
fossil fuels and fissile materials. Examples of environmental effects
could include loss of habitat due to dams, loss of habitat due to
surface mining, and air pollution from burning of fossil fuels.]
Narrative / Background Information
Prior Student Knowledge:
Lead (thesis, topic sentence), closing, reasons, details, citing sources, taking
notes, avoiding plagiarism , etc.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
Analyzing and interpreting data
●
●
Obtaining, evaluating, and communicating
information
PS3.D: Energy in Chemical Processes and
Everyday Life
The expression “produce energy” typically refers
to the conversion of stored energy into a desired
form for practical use. (4-PS3-4)
Cause and effect: Mechanism and
explanation
●
●
Energy and matter: Flows, cycles, and
conservation
Structure and function
●
Stability and change
Common Core Correlation
W.4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly. (4-PS3-1)
W.4.7 Conduct short research projects that build
knowledge through investigation of different
aspects of a topic. (4-PS3-2),(4-PS3-3),(4-PS34),(4-ESS3-1)
W.4.8 Recall relevant information from
experiences or gather relevant information from
print and digital sources; take notes and categorize
information, and provide a list of sources. (4-PS31),(4-PS3-2),(4-PS3-3),(4-PS3-4),(4-ESS3-1)
W.4.9 Draw evidence from literary or
informational texts to support analysis, reflection,
and research. (4-PS3-1),(4-ESS3-1)
ESS3.A: Natural Resources
Energy and fuels that humans use are derived from
natural sources, and their use affects the
environment in multiple ways. Some resources are
renewable over time, and others are not. (4-ESS31)
ETS1.A: Defining Engineering Problems
Possible solutions to a problem are limited by
available materials and resources (constraints).
The success of a designed solution is determined
by considering the desired features of a solution
(criteria). Different proposals for solutions can be
compared on the basis of how well each one meets
the specified criteria for success or how well each
takes the constraints into account. (secondary to 4PS3-4)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
Fossil Fuel Hunt Activity adapted from “Fossil Fuels and the Ticking Clock” at
www.powerhousekids.com; show brainpop video “Fossil Fuels”
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
I can obtain and combine information from a variety sources (trade books; short articles;
internet search engines) to describe that energy and fuels are derived from natural
resources. I can explain how using these materials affect the environment. Give student
access to a variety of trade books, internet resources, media sources, to examine. Provide
a graphic organizer to organize information. Summarize and take notes.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Pass out the “Natural Resources Writing” along with the rubric to show them
expectations. They need to choose an energy source described in the above activities.
ELABORATE: Applications and Extensions
Optional elaborations: Students present findings to the class, explaining their essay. The
audience then has opportunities to question and comment on the essays. Students show
a short video related to their resource. Videos can come from: discoveryeducation.com;
brainpop.com; YouTube.
EVALUATE:
Formative Monitoring (Questioning /
Discussion): Teacher questioning should
occur throughout the entire process.
Teachers examine student notes/journals
throughout the lesson.
Summative Assessment (Quiz / Project /
Report): Use the “Natural Resources
Rubric” to assess student writing.
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
150
Student journals/notebooks
Walmart
$75?
Energy books
Natural Resources Writing
4-ESS3-1. Obtain and combine information to describe that energy and
fuels are derived from natural resources and their uses affect the
environment. (Clarification Statement: Examples of renewable energy resources could include wind
energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials.
Examples of environmental effects could include loss of habitat due to surface mining, and air pollution from the
burning of fossil fuels.)
1.
2.
3.
Choose an energy source,
Describe the natural resource from where the energy was
derived, and
Discuss the effects that the use of this energy source has on the
environment.
A student must choose a minimum of three or more reliable
resources for their research. Two or more effects on the
environment need to be identified and discussed in their writing.
The information must not be plagiarized. Credit must be given to
the author when text is lifted and used in writing.
Natural Resources Rubric
Name: ________________________ Teacher: ________________________
Date : ___________________ Title of Work: ___________________
Criteria
1
Sources
Choose an
energy source
Points
2
One source used
No sources used
and documented
No lead or
conclusion
attempted
3
Two sources
used and
documented
4
Three sources
used and
____
documented
Missing either
Contains well
Simple the lead
the lead or
developed lead ____
and conclusion.
conclusion
and conclusion.
Incorrectly
Describe the
identifies the
Does not attempt
natural
originating
resource from to identify the
natural resource.
originating
where the
Attempts to use
energy was natural resource.
information from
derived.
a source.
Identifies the
Identifies the
originating
originating
natural resource.
natural
Combines the
resource. Uses
____
information
information
smoothly from
from only one
two or more of
of the sources.
the sources.
Discuss the
effects that the
use of this
energy source
has on the
environment.
Does not attempt
Lists two or
to identify the Lists one effect more effects
effects that the that the use of from more than
use of this
this energy
one source.
energy source source has on the There are
has on the
environment. limited example
environment.
and details.
Plagiarism
Explains two or
more effects on
the environment
____
with relevant
examples and
details.
All writing in the
student’s own
words
Total---->
Teacher Comments:
____
Waves Lesson 20: Amplitude of a Wave
Lesson 21: Morse Code
Lesson 22: Sound Match
Lesson 23: Squeaky Balloon
Lesson 24: Waves Properties
Lesson 25: Wavelength and Amplitude (Simon Says)
NGSS Lesson Planning: Fourth Grade- Amplitude of a Wave
Grade: 4th
Topic: Waves
Brief Lesson Description:
Students will use a rope to model and change the amplitude of wave.
Performance Expectation(s):
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and
wavelength and that waves can cause objects to move.
Specific Learning Outcomes:
Students will work with a jump rope to develop questions and predict how to change the
amplitude of a wave.
Narrative / Background Information
The faster an object is moving, the more energy it possesses. The higher the amplitude the
more energy it has. Higher the waves, the higher the amplitude.
Prior Student Knowledge:
Vibrations create sound waves and light waves.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
PS4.A: Wave Properties
○
○
○
○
○
○
○
○
○
○
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations
(science) and designing solutions
(engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
●
●
Waves, which are regular patterns of
motion, can be made in water by
disturbing the surface. When waves
move across the surface of deep
water, the water goes up and down in
place; there is no net motion in the
direction of the wave except when the
water meets a beach. (Note: This
grade band endpoint was moved from
K–2). (4-PS4-1)
Lesson: Amplitude of a Wave
○
○
○
○
○
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
Waves of the same type can differ in
amplitude (height of the wave) and
wavelength (spacing between wave
peaks).(4-PS4-1)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
The higher the amplitude, the higher the wave. Also, the higher the amplitude the higher
the energy of the wave. Can you see why? If the wave has a high amplitude, how must the
particles in the wave be moving? A lot, or a little?
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Have the students partner up with another student. They will receive a jump rope and move
around the room. The students will create waves with their rope and make observations
based on their findings. They will write down their observations on a separate sheet of
paper. Ask them to think about the word amplitude and what that means to them. Then
have them predict what they think needs to happen to the wave to create a higher
amplitude. Record predictions.
EXPLAIN: Concepts Explained and
Vocabulary Defined
For a wave to have a high amplitude the particle has to be moving over a large distance
(large being a relative term here, the distance may still be miniscule). The more the particle
moves, the more work there is being done on the particle (work is force and distance). The
more work there is, the more energy there is and so, a wave with a large amplitude has
more energy than a wave with a small amplitude. If you’ve ever been in the ocean this may
be more clear. Small little waves don’t have the energy to knock you over, but the larger
ones...watch out! In sound, amplitude determines the loudness of the sound. In light,
amplitude determines the brightness. Use the following video to help.
http://www.youtube.com/watch?v=aIcLzDB8NR8
ELABORATE: Applications and Extensions
After talking about energy and the movement of particles, the students are given the
opportunity to refine their demonstrations and test their predictions. Students will check to
see if their predictions were correct. They will distinguish which amplitude has more energy
based on their demonstrations.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
After students are given a chance to experiment they will present their findings to the class.
The students will write a brief summary of their findings for the day and how energy plays a
part in waves. Students also will turn in their notes from the day.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Explain that moving forward the students will have more opportunity to experiment with
energy.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
Estimated Price
1 per group
Jump Rope
PE Class
$0
on-line rope supplier
1
tuning forks
From materials on front table
NGSS Lesson Planning: Fourth Grade- Morse Code
Grade: 4th
Topic: Waves
Brief Lesson Description:
Students will study Morse code and practice using patterns to send messages.
Performance Expectation(s):
4-PS4-3. Generate and compare multiple solutions that use patterns to transfer
information.
Specific Learning Outcomes:
Students will learn that data can be sent across distances in a variety of different ways.
Narrative / Background Information
To move information across distances we must use a variety of formats.
Prior Student Knowledge:
Vibrations create sound waves and light waves. Sounds and light data can be sent across
distances.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
PS4.C: Information Technologies and
Instrumentation
○
○
○
○
○
○
○
○
○
○
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations
(science) and designing solutions
(engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
●
Digitized information can be
transmitted over long distances
without significant degradation. Hightech devices, such as computers or cell
phones, can receive and decode
information—convert it from digitized
form to voice—and vice versa. (4-PS43)
Lesson: Morse Code
○
○
○
○
○
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
ETS1.C: Optimizing The Design Solution
●
Different solutions need to be tested
in order to determine which of them
best solves the problem, given the
criteria and the constraints.
(secondary to 4-PS4-3)
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
In society today information on a variety of topics is right at our fingertips, but how does
information get from one place to another? Today we will research and learn about
different ways to transmit data.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Have each student partner up with another student. Students head to the lab to research
how data can be transferred across distances. Students will complete a webquest on Morse
code.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Once the students have had a chance to research, bring the class back together and share
their results. What are some different ways to transmit data? How has data transmission
changed over time? What methods of data communication do you prefer? Use the
following web page to help explain the data transfer.
http://www.ehow.com/about_6590474_history-data-communications.html
Talk with the class about how things have changed to speed up the data transfer process.
Then tell them that we will be focusing on one piece of data transmission technology.
ELABORATE: Applications and Extensions
Students are directed to a website on Morse code.
http://www.nsa.gov/kids/games/gameMorse.htm
They can practice looking at the pattern of different words. Ask them to write out a few
words or phrases in their science journals. Then under the words, write down the Morse
code pattern for those words. Ask students to print out the Morse code and hold onto it for
tomorrow.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
After students are given a chance to experiment they will present their findings to the class.
The students will write a brief summary of their findings for the day and how energy plays a
part in waves. Students also will turn in their notes from the day. www.youtube.com
www.enchantedlearning.com
http://www.radio-electronics.com
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
On the next day in class set up a circuit tester from the Energy kit. It should include a
buzzer, a battery, and three wires. The students will partner up and practice sending their
partners on word messages. They can challenge themselves into phrases and sentences
when they can send words.
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
30
wires
Energy Kit
10
buzzers
Energy Kit
10
batteries
Energy Kit
Estimated Price
Name_________________________
Data Transfer
1. List at least three different ways that data can be transferred over distances.
2. Why do we need to transmit data over distances? Give one example from your real life where this is
important.
3. Which of different methods of data transfer listed above do you think is the most useful? Give two reasons to
back up your argument.
4. What are some different methods that were used in the past to transmit data over distances?
Grade: 4
NGSS Lesson Planning Template
Topic: Energy-Waves and vibrations
Lesson: Sound Match
Brief Lesson Description:
In this lesson students see demonstrations of a tuning fork in water causing the water to ripple, sand bouncing on a drum, and rice vibrating
on a speaker. They define “vibration.” Students match sounds from bags or film canisters with common objects inside. They choose one
canister to describe what vibrated to make the sound.
Performance Expectation(s):
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to
move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate
wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves,
non-periodic waves, or quantitative models of amplitude and wavelength.]
Specific Learning Outcomes:
Students will:
 Identify sound as a form of mechanical energy (P.EN.03.11).

Relate sounds to their sources of vibrations (e.g., a musical note produced by a vibrating guitar string, the sounds of a drum made by
the vibrating drum head) (P.EN.03.31).

Construct simple charts and graphs from data and observations (S.IP.03.16).
Narrative / Background Information
Prior Student Knowledge:
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:

4-PS4-1. Develop a model of waves to
describe patterns in terms of amplitude
and wavelength and that waves can cause
objects to move. [Clarification Statement:
Examples of models could include
diagrams, analogies, and physical models
using wire to illustrate wavelength and
amplitude of waves.] [Assessment
Boundary: Assessment does not include
interference effects, electromagnetic
waves, non-periodic waves, or quantitative
models of amplitude and wavelength.]







Asking questions (science) and
defining problems (engineering)
Developing and using models
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Obtaining, evaluating, and
communicating information

Patterns
Cause and effect: Mechanism and
explanation
Systems and system models
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions
Ask students to recall the objects they know of at home that moved to make sound. Add some ideas and a picture to the bulletin board.
Explain that a word scientists use for a fast back and forth movement is “vibration.” (If you have an old fashioned alarm clock or if
students can feel the dismissal bell, they may wish to describe the feel of a vibration. A pocket pager (or cell phone) also can be set to
vibrate to help students learn this concept.) Move your hand back and forth quickly to illustrate this idea. Remind them of how they
made the rubber band make sound by plucking it. The rubber band moved back and forth. Then strike the tuning fork and place the end
on a table. “Can you hear the sound?” Repeat until all have heard it.
Ask the students if the tuning fork is vibrating? Explain that you will put the tuning fork into water. Ask for predictions: “Is the tuning
fork vibrating when it makes sound?”
Again strike the tuning fork. Put the tuning fork into the water in the pan. Ask: “Is the tuning fork vibrating when it makes sound?”
Alternate sounding the tuning fork on the table and showing the splash. Add the tuning fork to the class sound chart (bulletin board).
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions
Advance Preparation: Practice using the tuning fork to make vibrations in the water. Strike the tuning fork on your shoe. (Caution: Do not
strike it against a hard object such as a table, to avoid damaging the tuning fork.) Then carefully lower the tuning fork into the water in
the baking pan or aquarium. You should see a small splash.
You may be able to collect film canisters from your school photographer or a parent with photography as a hobby. Make sets of 16
containers for each group (in film canisters or bags), with pairs of each object. Label eight of each set A, B, C, etc. Label the other eight of
the set 1, 2, 3, etc. Record your pairs of objects (For example A, 8 = buttons).
Materials:

Drum

Glass baking pan or pie pan

Overhead projector

Small opaque containers (i.e., Film canisters or paper bags, 16 per group)

Tuning fork

Variety of small objects for containers (rice, beans, bells, buttons, erasers, marbles, paper clips, beads, coins, screws, nuts,
washers, centimeter cubes, etc., at least 4 per group)
EXPLAIN: Concepts Explained and Vocabulary Defined
Explain to students that you would like them to work in groups to investigate another way to make vibrations. Show them one of the
containers. Shake it. Ask: “Is something vibrating or moving back and forth? What might be making this sound?” Explain that you would
like them to find matches between the two sets without opening the containers. They should match each lettered container with one
numbered container by the sound it makes while shaken. Show the Student Page “Sound Match”. Explain that after they have made their
matches they should fill in their record sheet and answer the question.
ELABORATE: Applications and Extensions
Sound helps us recognize many problems; for example, a rattle in a car means something is loose, a jingle in our pocket may mean that’s
where our change is.
EVALUATE:
Formative Monitoring (Questioning / Discussion): In the final question, students should be able to explain sound as the result of a
movement or a vibration.
Elaborate Further / Reflect:
Quantity
6
Materials Required for This Lesson/Activity
Description
Potential Supplier (item #)
Tuning forks
Frey scientific
6
Geoboards
variety
Rubber bands
Drum
Glass baking pan or pie pan
Overhead projector
Small opaque containers (i.e., Film canisters or
paper bags, 16 per group)
Variety of small objects for containers (rice,
beans, bells, buttons, erasers, marbles, paper
clips, beads, coins, screws, nuts, washers,
centimeter cubes, etc., at least 4 per group)
Estimated Price
Lesson 2: Sound Match
Fill in the table to show the matches.
Container
The Numbered Container What I think is inside
that Makes the Same Sound
A
B
C
D
E
F
G
H
Pick one container. Open it and look inside. Tell how it makes sound.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
NGSS Lesson Planning: Fourth Grade-Squeaky Balloon
Grade: 4th
Topic: Waves
Brief Lesson Description:
Students will learn about wavelength and amplitude and model wave patterns through
movement.
Performance Expectation(s):
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and
wavelength and that waves can cause objects to move.
Specific Learning Outcomes:
Students will be introduced to and develop a better understanding wavelength and
amplitude, by using movements.
Narrative / Background Information
Stretching the mouth of the balloon makes a very tiny space for the air to flow out of the
balloon. The air pressure of the balloon itself forces the air out the mouth, but because of
the stretching, that space is limited. The airflow causes the balloon mouth (the stretched
part) to vibrate. The vibration makes the noise.
Prior Student Knowledge:
How does sound and light travel?
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS4.A: Wave Properties
● Waves, which are regular patterns of
motion, can be made in water by
disturbing the surface. When waves
move across the surface of deep water,
the water goes up and down in place;
there is no net motion in the direction
of the wave except when the water
meets a beach. (Note: This grade band
endpoint was moved from K–2.) (4-PS41)
● Waves of the same type can differ in
amplitude (height of the wave) and
wavelength (spacing between wave
peaks). (4-PS4-1)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson: Squeaky Balloon
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
In first grade you learned about light and sound. Both of these travel from one point to the
next through waves. We know that sound travels in waves, but how can sound be
produced? We will experiment with balloons to see if we can figure it out.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Give each one of the students a balloon. Instruct them to blow up the balloon and let the
air out. Ask them to try to explain why a sound is made when you let the air out.
Encourage them to stretch the opening of the balloon and witness the effects. Record your
results.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. Help the students to understand that the
sounds come from the vibrations. By stretching the balloon you can change the wavelength
and amplitude of the sound waves coming out of the balloon. Use the following video to
help explain.
http://www.youtube.com/watch?v=tRzl7Z_VC08
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. Ask the students to
put their hand under their jaw on the side of their neck. Encourage them to hum and make
a variety of sounds, both high and low. At the end of the activity the students should write
a reflection of their experience that includes a description of how a balloon and people
make sounds in similar ways.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning.
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
balloons
from previous lessons
Estimated Price
Wave Properties Lab (Teacher Copy)
Objective:
I can identify the properties of waves and relate them to the energy they carry.
Background Knowledge:
A wave is a disturbance that transmits energy. Vibrations in materials set up wave
disturbances that spread away from the source. Waves move energy not matter. In
other words, the particles of a medium do not travel with the waves. Mechanical waves
require a medium, but electromagnetic waves do not. There are two types of waves:
transverse and longitudinal (sometimes called compressional). Transverse waves
move perpendicular to the wave disturbance and are made up of crests and troughs.
Longitudinal waves move parallel to the wave disturbance and are made up of
compressions and rarefactions. Amplitude is the maximum distance that the particles of
a medium vibrate from their rest position. The amplitude of a transverse wave is
measured from the rest position to the crest or to the trough of the wave. A wave with a
large amplitude carries more energy than a wave with a small amplitude. Wavelength is
the distance between two adjacent corresponding parts of a wave (e.g.: crest to crest).
Frequency is the number of waves that pass a given point in a second. Frequency is
measured in hertz (Hz). Wavelength and frequency are related: the shorter the
wavelength, the higher the frequency and vice versa. If you are making waves on either
a spring or a rope, the rate at which you shake it will determine whether the wavelength
is short or long. If you shake it rapidly, you are putting more energy into the wave, and
the wavelength will be short and the frequency will be high. If you shake it slowly, you
are putting less energy into the wave, and the wavelength will be long and the
frequency will be low. Therefore, a shorter wavelength carries more energy than a
longer wavelength. Wave speed depends on the medium through which the wave is
traveling. For example, a sound wave will travel faster through a solid than a gas.
Waves behave in predictable ways. They can reflect, refract, diffract, and interfere with
each other. To read more about waves, refer to Chapter 10, Sections 1, 2, and 3 in the
Holt Science and Technology textbook (blue).
Materials:
For demonstration:
·
rope (1-2 meters) or jump rope
·
chair
·
coiled spring toy (Slinky)
·
1 – short piece of yarn or ribbon (optional)
Per pair or group:
·
1 – piece of yarn (1-2 meters)
·
1 – piece of tape
·
·
·
·
·
2 – different colored buttons (optional)
2 – pipe cleaners (optional)
1 – spring toy
1 – short piece of yarn or ribbon
1 – calculator
Engage:
Have two students volunteer to assist with this demonstration. Provide student
volunteers with safety goggles. Give the students a piece of rope (a jump rope will work
well) that is approximately 2 meters long. Have the students tie one end of the rope to
the back of a chair. Have one student hold the chair steady while the other student
holds the free end of the rope in one hand. This student should stand away from the
chair so that the rope is almost straight but not pulled tight. Instruct this student to move
the rope up and down quickly to create a wave. Repeat this step several times.
Students may switch roles. Have the class analyze the results by answering the
following questions.
1. In which direction does the wave move? (The wave moves from one end of the rope
to the other.) In what direction does the disturbance (student’s hand) move? (up
and down) What type of wave was created? (transverse) Why? (because the
wave moves perpendicular to the wave disturbance)
2. How does the movement of the rope compare with the movement of the wave?
(Each piece of rope moves up and down, that is, in a direction different from the
wave. If students have difficulty observing this, tie a piece of yarn to the rope, and
have students watch only the yarn while waves are being made. The yarn will
clearly move only up and down.)
3. Where does the energy of the wave come from? (The energy of the wave comes
from shaking the rope. When students stop shaking the rope, the wave eventually
stops moving.)
Next, repeat the demonstration, but use a spring toy (Slinky) this time. Have the two
student volunteers stretch the spring toy out along the top of a table. One student
should move the end of the toy back and forth while the other student holds the
other end of the toy still. Have students observe the waves that travel through the
coil. Have the students answer the same questions to analyze these waves.
1. In which direction does the wave move? (The wave moves from one end of the
spring toy to the other.) In what direction does the disturbance (student’s hand)
move? (back and forth) What type of wave was created? (longitudinal) Why?
(because the wave moves parallel to the wave disturbance)
2. How does the movement of the toy compare with the movement of the wave? (Each
coil moves forward and then back into its original place as the wave passes through
the toy. If students have difficulty observing this, tie a piece of yarn to one of the
coils, and have students watch only the yarn while waves are being made. The yarn
will clearly move forward and back again.)
3. Where does the energy of the wave come from? (The energy of the wave comes
from moving the toy back and forth. When students stop moving the toy, the wave
eventually stops moving.)
Explore:
Procedures:
Part A: Wave Properties
1. Have students work in pairs or in small groups. Provide each group of students with
a piece of yarn (about 1-2 meters) and tape.
2. Have them use the yarn to construct a transverse wave. Tell students to leave some
excess yarn at the end of their wave to use later. Have the students identify the
crest, trough, wavelength, and amplitude. (For a quick check, you can have
students place a button on a crest and trough of the wave and use pipe cleaners to
identify the wavelength and amplitude of the wave.)
3. Ask them to increase the amplitude of the wave while keeping the frequency
constant. (Students will need excess yarn for this step.) Have them explain what
increasing the amplitude represents (adding more energy to the wave).
4. Then, have them change the frequency, and ask them what happened to the
wavelength when they changed the frequency. (The wavelength decreased with an
increase in frequency, and it increased with a decrease in frequency.)
Part B: Relationship between Energy and Amplitude & Frequency and Wavelength
1. Provide each group with a spring toy (Slinky). Have the students hold the spring toy
on the floor between two classmates so that the toy is stretched out and straight.
2. Have them move one end of the spring side to side at a constant rate so that they
create a transverse wave. Have the students identify the approximate size of the
wavelength of the wave they create.
3. Have them increase the amplitude of the waves. Ask them to describe what they
had to do to increase the amplitude. How did the change in amplitude affect the
wavelength? (To increase the amplitude of the wave, the spring must be shaken
farther with bigger motions. That is, the students must provide more energy to the
wave. There should be no effect on wavelength when amplitude increases. It may
be difficult to increase amplitude without increasing frequency. If students increase
frequency significantly, wavelength will change.)
4. Now have them shake the spring side to side about twice as fast as they did before.
Which properties of the waves changed? Have students record their observations.
(When the students shake the spring faster, the wavelength should become shorter
as the frequency is increased.)
Part C: Measuring Frequency
1. Have each group tie a piece of yarn to one of the center coils of the spring toy.
2. Instruct students to move one end of the toy side to side at a constant rate to make a
series of transverse waves.
3. Using a stop watch, have them count how many waves pass through the toy in 10
seconds. Explain that they can tell when a wave passes through the toy because
the piece of yarn will move up and down. (In other words, the number of times the
yarn moves up and down in 10 seconds equals the number of waves that pass
through the toy in 10 seconds). Since frequency is the number of waves that pass a
given point in one second, students should divide the number of waves by 10 since
they timed the waves for 10 seconds. Now they can determine the number of waves
that passed through the coil in 1 second. That is the frequency of the wave.
Students should repeat this step three times and record their results in the table
provided.
4. Remind students that scientists must use units of measure when recording lab data.
Frequency in measured in hertz (Hz).
Elaborate:
Have students explore the Longitudinal Waves Gizmo module and complete the
accompanying student activity guide.
Evaluate:
Challenge students to complete the following task in their science journals: Describe
how amplitude, wavelength, and frequency relate to the amount of energy carried by a
wave.
Wave Properties Lab (Student Copy)
Objective:
I can identify the properties of waves and relate them to the energy they carry.
Background Knowledge:
A wave is a disturbance that transmits energy. Vibrations in materials set up wave
disturbances that spread away from the source. Waves move energy not matter. In
other words, the particles of a medium do not travel with the waves. Mechanical waves
require a medium, but electromagnetic waves do not. There are two types of waves:
transverse and longitudinal (sometimes called compressional). Transverse waves
move perpendicular to the wave disturbance and are made up of crests and troughs.
Longitudinal waves move parallel to the wave disturbance and are made up of
compressions and rarefactions. Amplitude is the maximum distance that the particles of
a medium vibrate from their rest position. The amplitude of a transverse wave is
measured from the rest position to the crest or to the trough of the wave. A wave with a
large amplitude carries more energy than a wave with a small amplitude. Wavelength is
the distance between two adjacent corresponding parts of a wave (e.g.: crest to crest).
Frequency is the number of waves that pass a given point in a second. Frequency is
measured in hertz (Hz). Wavelength and frequency are related: the shorter the
wavelength, the higher the frequency and vice versa. If you are making waves on either
a spring or a rope, the rate at which you shake it will determine whether the wavelength
is short or long. If you shake it rapidly, you are putting more energy into the wave, and
the wavelength will be short and the frequency will be high. If you shake it slowly, you
are putting less energy into the wave, and the wavelength will be long and the
frequency will be low. Therefore, a shorter wavelength carries more energy than a
longer wavelength. Wave speed depends on the medium through which the wave is
traveling. For example, a sound wave will travel faster through a solid than a gas.
Waves behave in predictable ways. They can reflect, refract, diffract, and interfere with
each other. To read more about waves, refer to Chapter 10, Sections 1, 2, and 3 in the
Holt Science and Technology textbook (blue).
Materials:
Per pair or group:
·
1 – piece of yarn (1-2 meters)
·
1 – piece of tape
·
2 – different colored buttons (optional)
·
2 – pipe cleaners (optional)
·
1 – spring toy
·
1 – short piece of yarn or ribbon
·
1 – calculator
Demonstration:
As your teacher and the student volunteers demonstrate two types of waves, analyze
the different waves by answering the following questions.
Rope Waves
1. In which direction does the wave move? In what direction does the disturbance
(your hand) move? What type of wave was created? Why?
2. How does the movement of the rope compare with the movement of the wave?
3. Where does the energy of the wave come from?
Spring Toy Waves
1. In which direction does the wave move? In what direction does the disturbance
(your hand) move? What type of wave was created? Why?
2. How does the movement of the toy compare with the movement of the wave?
3. Where does the energy of the wave come from?
Explore:
Procedures:
Part A: Wave Properties
1. Use the yarn given to you by your teacher to construct a transverse wave. (Leave
some extra yarn at the end of the wave to be used later.)
2. Identify the crest, trough, wavelength, and amplitude of the wave that you created.
3. Increase the amplitude of the wave while keeping the frequency constant. (Use the
excess yarn for this step.)
4. Explain what increasing the amplitude represents.
5. Change the frequency (make it higher and lower).
6. What happened to the wavelength when you changed the frequency?
Part B: Relationship between Energy and Amplitude & Frequency and Wavelength
1. Obtain a spring toy (Slinky) from your teacher.
2. Sit on the floor facing another student (sit far enough apart so that the spring toy is
stretched out and straight).
3. Move one end of the spring toy side to side at a constant rate so that you create a
transverse wave. Note the wavelength of the wave you create.
4. Increase the amplitude of the waves.
5. Describe what you had to do to increase the amplitude.
6. How did the change in amplitude affect the wavelength?
7. Shake the spring side to side about twice as fast as they did before.
8. Which properties of the waves changed?
Part C: Measuring Frequency
1. Tie a piece of yarn to one of the center coils of the spring toy.
2. Move one end of the toy side to side at a constant rate to make a series of
transverse waves.
3. Using a stop watch, count how many waves pass through the coil in 10 seconds.
You will know when a wave passes through the coil because the piece of yarn will
move up and down.
4. Since frequency is the number of waves that pass a given point in one second,
divide the number of waves by 10 since you timed the waves for 10 seconds. Now
you can determine the number of waves that passed through the coil in 1 second.
That is the frequency of the wave.
5. Record your results in the chart below.
6. Remember that scientists must use units of measure when recording lab data.
Frequency in measured in hertz (Hz).
7. Repeat this portion of the experiment three times.
Trials
Number of waves that
pass through the toy in
10 seconds
Frequency (Hz)
Complete the following task in your science journals: Describe how amplitude,
wavelength, and frequency relate to the amount of energy carried by a wave.
NGSS Lesson Planning: Fourth Grade-Wavelength and Amplitude “Simon Says”
Grade: 4th
Topic: Waves
Brief Lesson Description:
Students will learn about wavelength and amplitude and model wave patterns through
movement.
Performance Expectation(s):
4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and
wavelength and that waves can cause objects to move.
Specific Learning Outcomes:
Students will be introduced to and develop a better understanding wavelength and
amplitude, by using movements.
Narrative / Background Information
Wavelength is the distance between waves. Amplitude it the height of the wave.
Prior Student Knowledge:
How does sound and light travel?
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
●
PS4.A: Wave Properties
● Waves, which are regular patterns of
motion, can be made in water by
disturbing the surface. When waves
move across the surface of deep water,
the water goes up and down in place;
there is no net motion in the direction
of the wave except when the water
meets a beach. (Note: This grade band
endpoint was moved from K–2.) (4-PS41)
● Waves of the same type can differ in
amplitude (height of the wave) and
wavelength (spacing between wave
peaks). (4-PS4-1)
●
●
●
●
●
●
●
●
●
Asking questions (science) and
defining problems (engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (science)
and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and
communicating information
Lesson: Wavelength and Amplitude “Simon
Says”
●
●
●
●
●
Patterns
Cause and effect: Mechanism and
explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and
conservation
Structure and function
Stability and change
Possible Preconceptions/Misconceptions
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior
Learning / Stimulate Interest / Generate
Questions
In first grade you learned about light and sound. Both of these travel from one point to the
next through waves. Today we are going to delve into how waves move. You will do some
research and practice showing wave movements with walking.
EXPLORE: Lesson Description – Materials
Needed / Probing or Clarifying Questions
Take the students to the lab and allow them to do some research. The students should
bring their journals with them and record their own definition for wavelength and
amplitude. Students can use the following sites to help.
http://www.classzone.com/books/ml_science_share/vis_sim/wslm05_pg18_graph/wslm05
_pg18_graph.html
http://www.educationscotland.gov.uk/resources/s/sound/amplitude.asp
Once the students have had a chance to explore the web page and have their definitions
recorded, they work in groups of three or four to demonstrate wavelength and amplitude
through walking.
EXPLAIN: Concepts Explained and
Vocabulary Defined
Bring the class back together and demonstrate what students have discovered. Allow them
to use their own words to describe their findings. Open the websites above and show the
students wavelength and amplitude. Remind the class of different student examples of
showing wavelength and amplitude. Wavelength should be the distance of the student’s
gate. A larger wavelength should be a bigger step, smaller wavelength is a smaller step.
Amplitude should be jumping and ducking down. The larger the amplitude the bigger the
jump and duck. The smaller the amplitude the smaller the jump and duck.
ELABORATE: Applications and Extensions
After discussing the information above, the students are given a task. We will be playing a
game of Simon Says. Using the gym or going outside would probably be best. Here are
some examples of things you could say:
"Simon says…walk with a really big wavelength." (They should be taking large steps).
"Simon says…jump with a tiny amplitude." (They should be taking tiny jumps).
"Simon says…walk with a small wavelength and a big amplitude." (They should be taking
tiny steps, with a lot of head bobbing or jumping.)
Do a variety of different commands to see if the students have an understanding of
wavelength and amplitude. At the end of the game the students should write a reflection
of their experience that includes a model of waves that is labeled with wavelength and
amplitude.
EVALUATE:
Formative Monitoring (Questioning /
Discussion):
Students will turn in their notes from the day with a write up of their findings. The
diagrams in the notebooks and their explanation of what they learned will help to show
student understanding. Teacher also has the chance to move around the room to evaluate
the learning. Watch video: www.ndps.us
Summative Assessment (Quiz / Project /
Report):
Elaborate Further / Reflect:
Materials Required for This Lesson/Activity
Quantity
Description
Potential Supplier (item #)
12
plastic jump ropes
on line supplier
or
plastic coated clothesline
Knot and Rope on-line supplier
Estimated Price